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241.
The chief administrators at Virginia Commonwealth University (VCU) began formally to explore Total Quality Management (TQM) during the summer of 1991. What they found initially was both surprising and revealing. A major affiliated division of the university, which operates autonomously, had already undertaken a large-scale TQM effort. Early discussions also revealed a core of faculty who were already teaching, conducting research, and providing services to the business community, as well as state and local government agencies, in the TQM arena. These discoveries gave additional impetus for the administrators to pursue a study of TQM. The unfolding of the study and related activities undertaken to date provide insights into theprocess of implementing TQM at a major university. 相似文献
242.
Michael J. Guralnick Diane Paul-Brown Joseph M. Groom Cathryn L. Booth Mary A. Hammond Deborah B. Tupper Andrea Gelenter 《Early education and development》1998,9(1):49-77
The conflict resolution patterns of preschool-age mildly developmentally delayed children were compared to those of older and younger groups of typically developing children matched on the basis of chronological age or developmental level. Children participated in short-term heterogeneous playgroups consisting of representatives from all three developmental status groups. Naturally occurring conflicts with peers in the form of extended directive episodes were assessed in terms of their frequency, purpose, strategies, and the way conflicts were resolved. Results revealed that mildly delayed children exhibit a more negative and less adaptive interaction style, even in comparison to typically developing children similar in developmental level. Special problems were apparent when younger typically developing and mildly delayed children engaged in conflict episodes, whereas typically developing older children were able to adjust and interact appropriately irrespective of their companions' developmental status. In addition, typically developing older children elicited a pattern in which other children were less demanding and negative, but more responsive, positive, and adaptive. The implications of developmental differences between younger and older typically developing children and the unique problems in conflict situations were discussed. 相似文献
243.
Monitoring and evaluating classroom behavior in early childhood for the purpose of improving teaching and learning is critical.
There is a clear link between social behavior and academic learning. Classrooms where students are following expectations,
engaging academically, and transitioning effectively between activities are classrooms where students spend more time accessing
instruction. In order to make efficient and effective decisions for class-wide supports, data should be collected on the class
as a whole. With accurate data, interventions can be implemented for the whole group that will increase instructional time.
In this paper we propose quick and efficient data collection methods for three key behaviors: following expectations, engaging
academically, and transitioning amongst activities. With minimal disruption and effort, teachers can collect data that will
enable them to support appropriate behaviors, ensure that students understand behavioral expectations, maintain an organized
environment, improve positive interactions, and decrease the number of students needing intensive, individualized supports. 相似文献
244.
245.
McCutchen Deborah Northey Mary Herrera Becky Logan Clark Teixeira 《Reading and writing》2022,35(2):325-351
Reading and Writing - We examined effects of a 12-week, teacher-delivered, morphology-infused vocabulary intervention on writing outcomes for 4th and 5th grade U.S. students. The intervention (1)... 相似文献
246.
The Bologna Process affects the academic community, particularly faculty members who have to implement the process. This study is an initiative by a group of lecturers to evaluate the perception of faculty members in the implementation of the Bologna Process. The aim was to assess the evolution of their opinion on the process since a 2011 survey, and their degree of agreement with the European Higher Education Area (EHEA). The results show that faculty members call for more adequate training for the new EHEA process and more institutional support. The study reveals the need for greater involvement and collaboration among faculty members to improve the reform process. 相似文献
247.
248.
Deborah Richards Sonia Saddiqui Fiona White Nicholas McGuigan Judi Homewood 《Quality in Higher Education》2016,22(3):242-259
Breaches in academic integrity are a pervasive and enduring international concern to the overall quality of higher education. Despite students being the group most affected by academic integrity policies, organisational culture is such that students tend to be passive recipients of change initiatives, rather than the drivers. To deliver a paradigm change, a theory of change framework was designed, implemented and applied to explore the viability of a student-led academic integrity society. To achieve this, a national research project involving three stages of data collection (surveys, interviews and focus groups) was conducted to obtain the perspectives of students and student representatives. The key outcome of the project has been the recent launch of an academic integrity student society, a novel initiative outside the United States of America. The theory of change framework presented here seeks to offer guidance to other institutions contemplating the viability of student-led change to academic integrity and the establishment of academic integrity student societies, in particular. 相似文献
249.
This article reports some of the results of interviews with 120 Israeli Druze, 60 middle-aged adults and 60 young adults, regarding values, views of the Druze community, and personal identity. All participants expressed commitment to and love for traditional Druze values of familial respect, respect for others, modesty in dress and behavior, and commitment to Druze beliefs about one, all-powerful God and the reincarnation of Druze souls within the Druze community. Because the Druze religion is secret, open for study only to those Druze who live according to the letter of the religious law, most Druze today are not religious, defining themselves as traditional. Education in Druze values, mostly in the family, is the extent of their religious education. Most participants expressed a need for there to be some religious concessions made by the sheiks who set and enforce religious policy, in order that more people may pursue higher education and work outside the village and also study the inner secrets of their religion. Without this the Druze religion may be in danger. Connection is drawn between the Druze and other traditional religious societies. 相似文献
250.
Mary E. Little D’Ann Rawlinson Deborah C. Simmons Minjung Kim Oi‐man Kwok Shanna Hagan‐Burke Leslie E. Simmons Melissa Fogarty Eric Oslund Michael D. Coyne 《Learning disabilities research & practice》2012,27(4):189-202
This study compared the effects of Tier 2 reading interventions that operated in response‐to‐intervention contexts. Kindergarten children (N = 90) who were identified as at risk for reading difficulties were stratified by school and randomly assigned to receive (a) Early Reading Intervention (ERI; Pearson/Scott Foresman, 2004) modified in response to student performance or (b) their schools’ typical supplemental reading intervention (regrouping and curriculum pacing adjustments). In both conditions, intervention was provided 30 minutes per day in small groups for approximately 100 sessions. Results indicated no statistically significant group differences on any outcome measures. Between‐group effect sizes revealed substantively important differences (Valentine & Cooper, 2003) favoring the ERI responsive condition on multiple measures with effect sizes ranging from .35 to .59. Overall, findings indicated that the majority of students in both Tier 2 intervention conditions performed above the 30th percentile on posttest measures of word reading measures. 相似文献